Search results for: Backenroth Ofra
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In this article we analyze moviemaking as a unique pedagogy that is used in a preservice semester in Israel program for the preparation of Israel educators: Students create their own short films about an aspect of Israeli society and/or their relationship with it. We analyze the students’ movies, together with students’ reflective papers about the process of making them, and show how this pedagogy exhibits the major characteristics of progressive constructivist education. We also show how the pedagogy enables students to grapple with difficult aspects of Israel in a personally compelling fashion.
Updated: Mar. 18, 2015
In this article we explore how we as teacher educators translate a new vision of Israel education into curricular practice in the preparation of emerging Jewish educators. Using a practitioner inquiry mode of research, we reflect on our existential vision of Israel education and its translation into practice as creators and directors of a semester in Israel program. Analyzing a variety of data sources—including internal and external documents, course syllabi, the program’s experiential components, and strategic institutional partnerships, as well as students’ course papers, emails, exit interviews, and oral conversations—we find that an immersive cultural curriculum yields important outcomes for students who engage with our vision of Israel education.
Updated: May. 27, 2014
The Jewish Theological Seminary’s Davidson School of Education runs a full semester-in-Israel program called Kesher Hadash (“New Connection”), which is generously funded by the Jim Joseph Foundation. Kesher Hadash takes ten emerging Jewish educators every year and provides them with a rich, immersive and compelling educational experience in Israel that gives them the tools to graduate from Davidson as Israel educators ready to take on the diverse challenges of the field.
Updated: Sep. 01, 2013
Breaking Myths, Building Identity: Practitioner-Researcher Reflections on Running an Israel Seminar for Jewish Education Graduate Students
This paper explores how we as practitioner-researchers interpret ourstudents’ responses to our deconstruction of their “myths” about Israel.The three authors of the paper are both researchers and practitioners of Jewish education, and have for the past several years envisaged, built, and run a three-week educational seminar in Israel for students in a North American MA program in Jewish education.
Updated: Mar. 22, 2010